The Diverse Practice of Social Pedagogues: Case Examples From Denmark, Scotland, and Germany

2011 ◽  
Vol 36 (4) ◽  
pp. 219-223 ◽  
Author(s):  
Christina Surel ◽  
Sarah Douglas ◽  
Andy Finley ◽  
Alexandra Priver
Keyword(s):  
Social Work ◽  
Young People ◽  
Cultural Context ◽  
European Countries ◽  
Children And Young People ◽  
Case Examples ◽  
Social Pedagogy ◽  
The Social ◽  
The World ◽  
Social Pedagogues

Guest Editors' NoteAs a holistic way of working with children and young people to develop their learning and wellbeing, their inter-and independence, social pedagogy is widely practised across many European countries. While the ways in which it is practiced will differ — depending on the cultural context and setting — there are also common threads that connect the social pedagogic traditions found in several countries. Hämäläinen (2003) suggests that ‘social pedagogy has a certain perspective of its own [which] cannot be reduced to a set of simple pedagogical methods, but should be understood as an educational orientation in which the world, people, society, social problems and social work are observed through “social pedagogical” glasses, as it were’ (p. 76).

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

Social Pedagogy: What Questions Can We Ask About Its Value and Effectiveness?

2011 ◽  
Vol 36 (4) ◽  
pp. 187-198 ◽  
Author(s):  
Claire Cameron
Keyword(s):  
Young People ◽  
Professional Practice ◽  
Cultural Context ◽  
Children And Families ◽  
Public Care ◽  
The United Kingdom ◽  
Social Pedagogy ◽  
The Social ◽  
The Uk ◽  
Cross National

Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.

Youth Worker, Probably the Most Difficult Job in the World

2011 ◽  
Vol 36 (4) ◽  
pp. 224-228 ◽  
Author(s):  
Filip Coussée ◽  
Howard Williamson
Keyword(s):  
Young People ◽  
Social Inequalities ◽  
Work Context ◽  
Children And Young People ◽  
Youth Worker ◽  
The Social ◽  
The Individual ◽  
Social Pedagogues ◽  
Social Competences ◽  
Autonomous Development

Guest Editors' NoteOne of the most central principles for social pedagogues is to critically examine their role and the purpose of their practice: What are the social aspects of relevance for their practice? How can they help the children they work with to develop social competences, to feel included in a social network and the wider society, to have a sense of belonging and take more responsibility for their community? To what extent must social pedagogues be advocates for those marginalised within society, be a critical voice that challenges social inequalities? And on the other hand, what pedagogical aspects are important within their work context? How can they create learning opportunities that prepare children and young people for many aspects of life? To what extent are they expected to be formative and socialise children and young people to fit in, and to what extent must their practice nurture the individual's autonomous development? These are not easy questions to answer, and they need to be asked over and over as the answers will change, depending on the individual with whom social pedagogues work, but also their work context and, importantly, the wider societal–political framework, which might make particular aspects more relevant at times.

scholarly journals YOUNG PEOPLE UP TO 24 YEARS ON THE LABOUR MARKET IN A SMALL SLOVAK TOWN

2020 ◽  
Vol 4 ◽  
pp. 290
Author(s):  
Daniel Markovič ◽  
Viktor Tomlák ◽  
Soňa Šrobárová ◽  
Zuzana Gejdošová
Keyword(s):  
Young People ◽  
Labour Market ◽  
Youth Unemployment ◽  
Chi Square ◽  
Social Pedagogy ◽  
The Social ◽  
Significant Difference ◽  
The Status ◽  
Age Limit ◽  
Social Pedagogues

Social pedagogy offers a wide multidisciplinary range to prevent and tackle youth unemployment. In this paper, we want to broaden the knowledge for social pedagogues in the areas of young people in the labour market and youth unemployment. The aim of the research is to identify the experience of respondents in the labour market in the district of Ruzomberok. It is a district in Slovakia far from the capital and regional centres. Most of the district´s inhabitants live in villages, fewer inhabitants in a town of Ružomberok. We conducted a questionnaire survey of 100 respondents. There are 50 young people up to 24 years old, who are currently active in the labour market. Furthermore, there are persons unemployed, registered at the Office of Labour, Social Affairs and Family in Ružomberok, with an age limit of up to 24 years, representing the same number of 50 respondents. We explored the social context; we set two hypotheses: There is a statistically significant difference in the status of the labour market with respect to the respondents' residence. There is a statistically significant difference in the status of the labour market relative to the gender of respondents. To verify the hypotheses, we used the Chi-Square-2 variable test. The hypotheses were not confirmed. 

scholarly journals Pinocchio illustrations in the fascist period: history of implicit propaganda

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Barbara Bocchi
Keyword(s):  
Mass Culture ◽  
Cultural Context ◽  
Children And Young People ◽  
The Social ◽  
The World ◽  
Unofficial History ◽  
History Of ◽  
The Common ◽  
Common Feeling ◽  
The Relationship

The contribution aims to investigate the influence that the italian Fascist period had on the iconography of images, including the illustrations of Children’s Literature, using the representation of Pinocchio as an emblematic image for this reflection. Often, in fact, we look at the Great History leaving out the unofficial history, that of mass culture, which more than anything else gives us back the common feeling of the society between the World Wars, opening us to the complexity of a period in which the stories of those who lived in it dissolve. The contribution will therefore attempt to historically and socially frame aesthetics in the Fascist Period by retracing the relationship between images and propaganda and analysing, through the social and cultural context, the illustrations of Pinocchio and the educational and iconographic influences exerted on an entire generation of children and young people, adopting Avventure e spedizioni punitive di Pinocchio fascista as a paradigm.

Introduction

2020 ◽  
pp. 1-10
Keyword(s):  
Young People ◽  
20Th Century ◽  
21St Century ◽  
Growing Up ◽  
New Approach ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The World ◽  
Open Question ◽  
Priority Action

The aim of the Introduction is to prepare readers for what may constitute a new approach to working with young people—that of social pedagogy. We briefly outline how it appeared in Europe and how it spread to other countries in the 20th Century and to the rest of the world at the beginning of the 21st Century. Its current situation shows that it is growing up around the world. Social pedagogy has always maintained that it works with people, groups, and communities throughout their life stages. However, working with children and young people has always been one of its priority action areas. We also analyze the main professions in which Social pedagogy is embodied in different sociocultural contexts: social pedagogy, social education, and social work. Although we choose a specific type of relationship between these professions, it must be said that currently, this remains an open question that has been answered in different ways in countries with distinct academic traditions. The last part of the introduction presents the structure of the book and a brief summary of each of their chapters.

scholarly journals Creative mentoring: A creative response to promote learning and wellbeing with children in care. A service developed by Derbyshire County Council’s Virtual School

2020 ◽  
Author(s):  
Claire Parker
Keyword(s):  
Young People ◽  
Young Person ◽  
Virtual School ◽  
Vulnerable Children ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Social Pedagogue ◽  
Early Trauma ◽  
Children In Care

This paper offers some insight into the benefits, impacts and challenges of the ‘creative mentor’ role. It links to a social pedagogy framework, supporting practice, and draws on creative mentors’ work with children and young people living in care. It aims to inform professionals and teams around a child about the transforming nature of working with creativity – beyond the obvious external experiences. Included are descriptions of how feelings of being ‘stuck’ can be shifted through engagement in a creative activity, moving a young person to a place of wellbeing, held within the safety of a trusting relationship. It is hoped that the reader will have a better understanding of the various stages of the creative mentoring process, and will reflect on some of the challenges faced when working with vulnerable children and young people who may have suffered early trauma. This paper describes how beginning work and establishing the relationship can be nerve-wracking for both, and how the skills of creative professionals bring a new dynamic into the work. Vignettes and discussions highlight the similarities in the creative mentor’s practice to that of the social pedagogue, and reflect on concepts and processes. We hope this work will encourage more discussion about the creative mentoring experience, to add to our community of learning around creative practices in care and in education.

Social Glocalisation and Education

2020 ◽  
Author(s):  
Hans Hobelsberger
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Practical Theology ◽  
Social Structures ◽  
Local Effects ◽  
Local Identities ◽  
The Social ◽  
The World ◽  
Work Health

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.

scholarly journals Role of Narrative and Social Networks in Thwarting Violence and Sexual Abuse in Young People’s Lives

2019 ◽  
Vol 50 (7) ◽  
pp. 2172-2190
Author(s):  
Margareta Hydén ◽  
David Gadd ◽  
Thomas Grund
Keyword(s):  
Social Networks ◽  
Sexual Abuse ◽  
Social Work ◽  
Young People ◽  
Narrative Analysis ◽  
Interpersonal Violence ◽  
Sexually Abused ◽  
Her Family ◽  
The Social ◽  
Work Intervention

Abstract Combining narrative analysis with social network analysis, this article analyses the case of a young Swedish female who had been physically and sexually abused. We show how she became trapped in an abusive relationship at the age of fourteen years following social work intervention in her family home, and how she ultimately escaped from this abuse aged nineteen years. The analysis illustrates the significance of responses to interpersonal violence from the social networks that surround young people; responses that can both entrap them in abusive relationships by blaming them for their problems and enable them to escape abuse by recognising their strengths and facilitating their choices. The article argues that the case for social work approaches that envision young people’s social networks after protective interventions have been implemented. The article explains that such an approach has the potential to reconcile the competing challenges of being responsive to young people’s needs while anticipating the heightened risk of being exposed to sexual abuse young people face when estranged from their families or after their trust in professionals has been eroded.

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